Today, my students will continue to work on their real world data trig project. The major goal for today is that students find the function that best models their data (HSF-TF.B.5). I will have the supplies from yesterday available to students for poster making:

graph paper

poster paper or construction paper

crayons/colored pencils/markers

glue/tape

scissors

whiteout

Although students are working on an individual project, I would recommend the classroom be structured to support collaboration. I will encourage my students to help each other to understand their data. I will also encourage a student to ask for peer assistance with finding an equation to model his/her data before giving direct assistance myself. Today, I view my role as monitoring the classroom and providing help as needed.

As a warm-up for the lesson, I will present page 2 of the Flipchart-Day 2 of 4 - Real World Trig Project. The task posed to students is to write the equation of a sine curve which has a horizontal shift. Since the period of the graph is not 2*pi, students will need to be aware of the phase shift occurring with the change in period. This skill is much needed skill for today’s lesson. If students answer the problem incorrectly, I will go over the problem as a class before students begin to work on their poster.

Most of my students are able to find the amplitude of the graph, the period of the graph, and the horizontal shift to the left. However, they often fail to account for the effect of the period change when determining the shift. Since this is likely to happen when they model their real-world data for the project, it is important to review these concepts.

Big Idea:
Which company will make more profit? Students compare and contrast a linear growth model and an exponential growth model. They work with a variety of representations to determine when the two companies will have the same amount of money.